AACN-AONE Academic Practice Partnership Task Force Focus group: Recording guide April 16, 2011 NONPF Meeting Convener: Dr Joan Stanley Recorder: Dr Kathleen Delaney Participants: Nelda New, Central Arkansas; Margaret Benz, St Louis University; Linda Onega, Radford University; Joanne Miller, Rush University; Lygia Holcomb, University of AlabamaBirmingham; Sharon Lock, University of Kentucky; Karen Keslen, Georgetown University; Susan Kelly-Weeder, Boston College; Pam Cacchione, University of Pennsylvania Characteristics of Effective Academic Practice Partnerships Partnership Characteristics: Partnership addresses a mutual need, e.g., Hospital seeking magnet status has a need for faculty who will bring research expertise, and University has a need for clinical sites. Community site and University/School of Nursing share a similar value to service, particularly to the underserved Partnership is often developed from a grass roots type of faculty participation in a particular site. Because of this initial involvement partnership is often with a site faculty want to practice at or find rewarding. The example given here was a partnership in St Louis which began with faculty practice at a local housing authority building. It grew to a more elaborate university-city partnership but the faculty still maintains her connection to the original site. Partnerships offer a mutual benefit to both parties. University may offer adjunct faculty status to practitioners at site, site provides student placement opportunities. Partnerships that offer student placement opportunities at all levels. A partnership site that fits in with a faculty/department vision of where they want to take the specialty, e.g., establishing a school based mental health site. A partnership is truly intra disciplinary A partnership that demonstrates outcomes which improves peoples’ lives A formal arrangement with the city to provide needed services helps promote partnerships. Two examples provided: One the faculty staffed the city employee health and wellness center as well as the workman’s compensation clinic. Another faculty ran a health center for Spanish speaking underserved. In this instance, the clinic received significant support from the university who saw the clinic as part of their Jesuit service mission. Note this discussion naturally focused on what factors facilitated partnerships, some of these facilitating factors were: 1. A faculty in academic administration (such as an Associate Dean) who was risk taking, willing to assume liability. This person is particularly helpful when they seek out faculty practice and understand community needs. Also helpful when this person is a champion for faculty practice 2. Faculty connections within the state or city with local boards, service sites. The is particularly useful when a solid, positive relationship exists 3. A faculty practice coordinator who is adept at finding additional funding/grants. 4. A College philosophy or strategic plan that values faculty practice and faculty contributing to community. In line with this, the college adjusts faculty workload to allow practice time, particularly allowing release time. 5. A faculty-practice coordinator who handles all the details and contracts of setting up sites/partnerships, who knows the rules and regulations of practice sites/states. 6. Partnerships often play off synergy of timing, a site opportunity meshes with student placement need, and having the right people in the right places. Examples included how contracts were set up with VA systems, long term care facilities and the military. 7. Liability insurance being covered by university 8. Having a solid contact at agency with whom you have developed a relationship 9. A faculty- promotion tract that recognizes practice and deems it legitimate 10. Having a college expectation that to maintain appointment one must do clinical work. 11. A philosophical understanding of “what we are as a college of nursing” and what the goals of community service mean to our mission. Barriers to partnerships (Note of our 9 participants- 6 had healthy and numerous community/hospital partnerships, one person had a poor system and two faculty had no ongoing partnerships- I will deal first with faculty who had no partnerships) No partnerships- Faculty explained that there was no vision operating at her college of nursing about how a partnership would work. There are lots of disciplinary silos and no-one wants to interact. There is no financial support from the university for partnerships. There are so many colleges in the faculty area that there is seemingly no need. No partnerships- Faculty explained they were operating under a restrictive covenant at my University where mainly the medical school staffs all community sites- we have never gotten faculty practice off the ground, they need to find their own practices and arrange individually. Other barriers (from faculty who were working in partnerships) Competition with PA programs No support from more traditional MDs in community Economics: State cuts meant that city had to close clinics, not renewing faculty practice relationships Lack of faculty time and increasing workload No real release time for practice even though your work ergs might be lowered, the work is there when one returns home in the evening. A faculty brought up an example of having four faculty practice sites opening up in a new medical home, and she could not find a faculty to fill. Did not have the time or foresight to collect any data on work/outcomes, so when the budget tightened, her clinic was closed. Determining exactly when IRB approval is needed. Overcoming Barriers – What helps Having an associate dean who tracks and advocates for faculty practice Automated system for contracts DNP students in sites who, to fulfill an assignment, had to start an academic partnership Readjusted expectations for faculty work load Getting partners to the table to dialogue about issues and problems Identifying mutual goals and needs Negotiating around financial benefits for site, e.g. scholarships for staff Offering adjunct faculty status to site employees. Getting involved in local APN organization Identifying clearly with site: “What is in it for you?’ and helping them realize benefits. Personal networking A job board on our college site where we help local agencies find NPs, it helps to connect them to us. Interdisciplinary grants A strategic plan that values practice.